Principal Evaluation and Observation

2017: Principal Evaluation and Observation

The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.

Best practices

New York requires annual evaluations and multiple observations for all principals. At least one observation is conducted by a supervisor or other trained administrator; a second is conducted by one or more impartial, independently trained evaluators selected and trained by the district. An optional third component allows for school visits by a trained peer administrator who has been rated overall effective or highly effective the prior school year. New York requires that evaluators, including impartial and independent observers and peer observers, be appropriately trained. Lead evaluators must be certified.

Early Childhood Preparation

How we graded

Annual Evaluations: The state should require that all principals be evaluated annually.

Observations: The state should require that all principals receive multiple observations over the course of the school year.

Certified Evaluators: The state should require that all principal evaluators be trained and certified.

Annual EvaluationsOne-quarter of the total goal score is earned based on the following:

One-quarter credit: The state will earn one-quarter of a point if it requires that all principals are evaluated annually.

ObservationsOne-half of the total goal score is earned based on the following:

One-half credit: The state will earn the full one-half of a point if it requires that all principals receive multiple observations annually.

One-quarter credit: The state will earn one-quarter of a point if it requires all principals to be annually observed but does not require multiple observations.

Certified EvaluatorsOne-quarter of the total goal score is earned based on the following:

One-quarter credit: The state will earn one-quarter of a point it requires principal evaluators to be trained and certified.

Research rationale

Research demonstrates that there is a clear link between school leadership and school outcomes.[1] Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures.[2] Principals vary significantly in their effectiveness, and research suggests that high-quality principals positively affect student achievement, in-school discipline, parents' perceptions of schools, and school climates.[3] Further, principals affect teacher retention and recruitment;[4] effective principals are more adept at retaining effective teachers and removing ineffective teachers.[5] The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students.[6] Because principals are an essential component of creating successful schools, their effectiveness should be regularly evaluated by trained evaluators on systems that include objective measures. Such systems will help to ensure that all principals receive the feedback and support necessary to improve their practice and, ultimately, student and school outcomes.